Assessing Flipped Classroom Techniques for Business Management Education in Bangladesh
In the 21st century, Business Management students are becoming increasingly aware of the economic, technological, societal and global market dynamics shaping their fields. In response, educators must adapt to these evolving needs to effectively meet the demands of modern learners. Traditional te...
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| Format: | Article |
| Language: | English |
| Published: |
The Open University of Sri Lanka
2024-12-01
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| Series: | OUSL Journal |
| Subjects: | |
| Online Access: | https://ouslj.sljol.info/articles/7664/files/679c5366c52e2.pdf |
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| Summary: | In the 21st century, Business Management students are becoming
increasingly aware of the economic, technological, societal and global
market dynamics shaping their fields. In response, educators must
adapt to these evolving needs to effectively meet the demands of
modern learners. Traditional teaching methods must be updated to
foster the higher-order skills that are in high demand by employers.
To engage students and cultivate these critical skills, a variety of
pedagogical strategies are being implemented. One such strategy is
the flipped classroom, which emphasizes application-based learning
and active student participation, promoting higher-order thinking
skills through a blended learning approach. This study seeks to
assess the applicability of the flipped classroom strategy in Business
Management classrooms in Bangladesh, ensuring alignment with the
country's university curriculum. The research primarily draws on
secondary data from various literature sources to explore both the
significance and challenges of implementing the flipped classroom
approach in Business Management education in Bangladesh. A
critical evaluation of current practices highlights their limitations and underscores the potential of the flipped classroom in fostering higher order thinking skills. Additionally, the study presents a lesson plan, and rubrics developed based on the flipped classroom model,
informed by the existing literature. The research also identifies
potential challenges to implementation and explores how the flipped
classroom strategy can support the development of higher-order skills
among students. It is anticipated that this study will benefit tutors,
academic institutions, education policymakers and administrators in
Bangladesh by offering insights and strategies to enhance the
employability skills of Business Management graduates. |
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| ISSN: | 1800-3621 2550-2816 |